In-School Suspension Data and Recidivism
ISS Data and Recidivism
How to Use ISS Data to Improve Behavior, Instruction, and Schoolwide Systems
If there is one thing school leaders already know, it is this. A small percentage of students drive the majority of discipline referrals. In most schools it is the same ten to fifteen percent showing up in ISS again and again. Traditional ISS systems treat that pattern as a behavior problem. Intervention Based ISS treats it as a data problem.
ISS is one of the richest and most overlooked sources of student information on any campus. Every placement gives you academic patterns, skill gaps, behavior trends, and system weaknesses. When you learn how to collect and interpret ISS data, you unlock one of the most powerful decision making tools in the entire building.
This pillar explains the four major forms of ISS data, what each one tells you, and how leaders can use that data to reduce recidivism, strengthen instruction, and improve student outcomes.
1. Recidivism Data: The Early Warning System for Student Need
Recidivism data tells you who is coming back to ISS, how often, and for what reasons. It is not just a disciplinary report. It is a needs assessment.
When a student returns repeatedly, one of three things is happening.
The academic gap is too large.
The student avoids instruction because it feels impossible.
The environment is not working for them.
This could be a classroom structure issue, a mismatch of teaching style, or weak routines.
There is an unmet behavioral or emotional need.
The student may require Tier 2 support that the campus has not yet provided.
Recidivism identifies students who are most vulnerable to disengagement, course failure, and eventual dropout. It also provides administrators a clear starting point for targeted support.
2. Assignment Completion Data: The Indicator of Academic Accessibility
When a student is placed in Intervention Based ISS, they have the opportunity to complete every assignment for every class. Assignment completion data tracks how much work each student actually finishes.
This data reveals:
- Which students struggle to complete work independently
- Which subjects consistently create barriers
- Whether assignments are accessible in content and structure
- Whether teachers are sending work on time
- Whether ISS staff are able to provide instructional support
Completion data also shows growth. A student who completed two assignments last month but completed seven this month is moving in the right direction academically. This data point can even influence conversations in MTSS and ARD meetings because it shows what a student can accomplish with structure and one to one support.
Implementing a well structured ISS program? We can help.
In-School Suspension Data and Recidivism
3. Mid Placement Disruption Data: A Window Into System Weakness
Mid placement disruptions occur when a student cannot maintain expectations in ISS and must be removed for further intervention. This data carries two important messages.
Message one: The student may need stronger behavioral support.
Disruptions often reflect difficulty with emotional regulation, frustration tolerance, or impulse control.
Message two: Something elsewhere in the system is contributing to the problem.
Mid placement disruptions are rarely caused by ISS conditions alone. They usually reveal:
- Weak morning routines
- Inconsistent behavior expectations
- Classroom patterns that carry over into ISS
- Emotional triggers that repeat
- Gaps in communication between teachers and ISS staff
When a student can behave in ISS but not in class, the data points toward classroom supports. When a student cannot behave in ISS, the data points toward Tier 2 or Tier 3 needs.
Either way, mid placement disruptions are not random events. They are signals.
4. Facilitator Feedback: The Most Undervalued Data You Have
No one on the campus spends more one to one time with your most at-risk students than the ISS facilitator. They see things teachers never see. They learn academic patterns that data reports do not capture. They observe emotional and behavioral triggers that no spreadsheet can document.
Facilitator feedback often reveals:
- Skill deficits hidden in classroom settings
- Avoidance behaviors that teachers may misinterpret
- Gaps in reading and math fluency
- Patterns in missing assignments
- Internalizing behaviors that do not surface in class
- Classroom routines that are not working for certain students
This data helps administrators make better decisions about classroom support, scheduling, intervention planning, and Tier 2 alignment.
When leaders listen to ISS staff, they gain insight into the students who need the most support.
5. How to Turn ISS Data Into Schoolwide Action
Collecting ISS data is only half of the work. The real value comes when leaders use that data to change practice.
Here are the most effective uses of ISS data for schoolwide improvement.
Discuss recidivism during MTSS and team meetings
Identify patterns early. Assign mentors. Provide targeted skill building. Create behavior plans that are responsive to the data.
Use assignment completion rates to assess program strength
If completion rates are low, either academic support is lacking or structure is weak. Provide professional development or coaching to address the issue.
Support teachers who need help with expectations
A high number of placements from a single teacher is a coaching opportunity, not a punishment.
Allocate resources where they are needed
When data shows a growing number of math based skill deficits, it signals a need for stronger Tier 1 instruction in that subject.
Strengthen systems for work submission
When teachers consistently fail to send assignments by first period, it's because the work isn't being completed, or the system is inefficient. Address it before it harms students.
Identify students who thrive in structure
If students perform significantly better in ISS than in class, they are telling you something important. They need stronger structure, more clarity, and more one to one support in the regular environment.
ISS data is not just a behavioral tool. It is an instructional tool and a systems improvement tool.
In-School Suspension Data and Recidivism
6. What Happens When Schools Take ISS Data Seriously
Schools that systematically collect and use ISS data consistently report:
- Lower recidivism
- Fewer major discipline referrals
- Improved performance among at-risk students
- Better alignment between ISS and MTSS
- Stronger relationships between teachers, administrators, and ISS staff
- More equitable discipline practices
- Higher instructional minutes for struggling students
The story is always the same. Once ISS becomes a source of insight instead of a place to send disruptive students, everything on the campus improves.
Implementing a well structured ISS program? We can help.
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